PERSONAL FACTORS OF TEACHERS MOTIVATIONAL READINESS FOR INNOVATION

Citation preview

Man In India, 97 (22) : 121-127

© Serials Publications

PERSONAL FACTORS OF TEACHERS MOTIVATIONAL READINESS FOR INNOVATION V.I. Dolgova* N.G. Kutepova* M.V. Potapova* E.G. Kapitanets* and O.A. Kondratieva* Abstract: The goal of the research is to reveal the level of development of the factors that define the level of the teachers’ motivational readiness for innovation. 35 teachers from the Chelyabinsk Boarding School for Hearing-impaired (Acoustically Challenged) Children Municipal Budgetary General Education Institution No. 12 participated in the research. According to the intellect diagnostics by using the Amthauer SFt-3 test, it was revealed that 91.4% of the testees were intellectually ready for innovations. According to the results of diagnosing behavioral and axiological indices of the personality based on the A. Shostrom’s self-actualization test, the testees showed absolute readiness for innovations on the following levels – temporal orientation (82.8%), synergy (74.3%), self-acceptance (88.6%), flexibility of behavior (80%), and rapport (91.7%). The study of the personality orientation according to the B. Bass’s orientation questionnaire (V. Smekalo’s and M. Kucher’s Questionnaire) showed that 100% of the testees had the orientation necessary for the innovation. The diagnostics of the level of achievements motivation when using the G. McMurray test showed that 91.4% of teachers had its required level. The diagnostics of professional burnout by using the V.V. Boyko’s questionnaire showed that every fifth teacher (20%) had the symptoms of professional burnout. Keywords: Motivational readiness, teacher, innovation, intellectual development, behavioral indices, orientation, achievements motivation, burnout.

INTRODUCTION The level of the testees’ intellectual development, behavioral and axiological indices of the personality, testees’ personality orientation, level of achievements motivation, and level of professional burnout were defined as factors of the motivational readiness for innovation. The factors were defined on the basis of theoretical researches of the problem related to psychological readiness for innovation (Dudina, Dolgova, 2016; Fassin, 2000; Fischer, 2001; Hull, 2000; Koschatzky, 1998; Meyer, 2002; Morrison, et al., 2000; Mustonen-Ollila, et al., 2003; Oughton, et al., 2002; Sapat, 2004; Todtling et. al., 2002; Gavrilova, 2016) and especially to development of the readiness for working with HIA children (Brilliantova, 2016; Dolgova, Rokickaya,et. al., 2016; level of intellectual development (Dolgova, Salamatovet al., 2016), behavioral and axiological indices of the personality (Artukhovich, 2016; *



South Ural State Humanitarian Pedagogical University 69, Lenin Avenue, Chelyabinsk, 454080, Russia

122

MAN IN INDIA

Bogdanova, 2015), personality orientation and level of achievements motivation (Afanasieva, Novikova, 2016), and level of professional burnout (Dolgova, Baryshnikova et. al., 2016; Dolgova, Mamylinaet al., 2016). Successful innovation is characterized by the optimal development of intellectual non-verbal functions that do not depend on the external impact and opportunity to efficiently professionally solve fully new tasks, capacity for causalresultative reasoning, and capacity for the interference of functional non-stability. Behavioral and axiological indicators of the personality are characterized by the temporal orientation, synergy, self-acceptance, flexibility of behavior, and rapport. Temporal orientation defines the degree of correctness of the testees’ orientation in time. It reflects the system of temporal relations between life events in the psycho. The testees who have a medium level of self-actualization orient in time correctly. Synergy is peculiar by the capacity for perceptual unit of the world and people, and ability to find regular relations in all life phenomena. Selfacceptance is interpreted as the testees’ ability to accept themselves in spite of their weakness, realization and estimation of their own actions, psychic processes and states. Behavior flexibility is an ability to quickly react to the changing situation, flexibility, and reasonability in applying some standard principles. Rapport defines the responders’ ability to establish deep and close contacts with surrounding people. Contact people constructively exchange information, use a unified semiotic system with the addresses, interrelate with the partner when organizing and carrying out joint activity, and perceive one partner when communicating with another. Personality orientation is a system of stable preferences and motives of the personality defining its development dynamics, and setting the main tendencies of its behavior. The personality orientation is characterized by interests, aptitudes, persuasions, and ideals that express the respondents’ outlook. It is expressed in the harmony and non-controversy of knowledge, relations and prevailing motives of behavior and actions of the personality. The achievements motivation is expressed in the testees’ need to overcome obstacles and achieve high results in their work, self-improve, compete with colleagues and outrun them, carry out their talents and improve self-esteem by that. Burnout is a dynamic process that emerges gradually in accordance with the mechanism of stress development. It includes the reaction to internal and external factors, techniques of psychological protection and state of the nervous system. The goal of the research is to reveal the level of development of the factors that define the level of the teachers’ motivation readiness for innovation.

123

PEDAGOGICAL SUPPORT FOR THE DEVELOPMENT OF...

METHODS 35 teachers from the Chelyabinsk Boarding School for Hearing-impaired (Acoustically Challenged) Children Municipal Budgetary General Education Institution No. 12 participated in the research. The research applied five methodologies to diagnose intellect by using the Amthauer SFt-3 test, behavioral and axiological indices of the personality based on the A. Shostrom’s self-actualization test, the personality orientation according to the B. Bass’s orientation questionnaire (V. Smekalo’s and M. Kucher’s Questionnaire), level of achievements motivation by using the G. McMurray’s test, and professional burnout by using the V.V. Boyko’s questionnaire. RESULTS AND DISCUSSION Table 1 shows the results of diagnosing the intellect by using the Amthauer SFt-3 test. TABLE 1: DISTRIBUTION OF TESTEES BY LEVELS OF INTELLECTUAL DEVELOPMENT Level

High

Medium

Low

Number of people

12

20

3

percent

34.3%

57.1%

8.6%

Note: * the interrelation is veracious under р < 0.05

According to the results of diagnosing the intellect by using the Amthauer SFt-3 test, it was revealed that 12 testees (31.6%) had a high level of intellectual development, 20 persons (60.5%) had a medium level of intellectual development, and 3 persons (8.6%) had a low level. Personal peculiarities (behavioral and axiological indices of the personality) were diagnosed on the basis of the A. Shostrom’s test (Table 2). TABLE 2: DISTRIBUTION OF TESTEES BY PERSONAL POSITIONING High

Medium

Low

N

%

N

%

N

%

Time positioning

9

25.7%

20

57.1%

6

17.2%

Synergy

20

57.1%

6

17.2%

9

25.7%

Self-acceptance

7

20%

24

68.6%

4

11.4%

Flexibility of behavior

11

31.4%

17

48.6%

7

20%

In-touch capabilities

12

34.3%

21

57.1%

3

8.6%

124

MAN IN INDIA

It goes from Table 2 that 9 testees showed a high level of temporal orientation. It makes up 25.7%. 20 persons (57.1%) showed the medium level, and 6 persons (17.2%) showed a low level. 20 persons (57.1%) had a high level of synergy, 6 persons (17.2%) had a medium level, and 9 persons (25.7%) had a low level. 7 persons (20%) are characterized by self-acceptance on a high level, 24 persons (68.6%) are on the medium level, and 4 persons (11.4%) are on a low level. Thus, the self-acceptance of the majority of respondents is developed on the medium level. Behavior flexibility of 11 persons (31.4%) is on a high level, 17 persons (48.6%) – on a medium level, and 7 persons (20%) - on a low level. 12 persons (33.3%) have a high level of rapport, 21 persons (58.3%) have a medium level, and 3 persons (8.3%) have a low level. Table 3 shows the results of diagnosing the personality orientation by B. Bass’s (V. Smekalo’s and M. Kuchera’s) orientation questionnaire. TABLE 3: DISTRIBUTION OF TESTEES BY PERSONALITY’S TARGETING Target

Task

Cooperation

Number of persons

25

10

Percent

71.4%

28.6%

The results of diagnosing the personality orientation by using the B. Bass’s (V. Smekalo’s and M. Kucher’s) orientation questionnaire confirmed that 25 testees (71.4%) focused on the task, and 10 persons (28.6%) focused on interrelation. Tale 4 shows the results of diagnosing the level of achievements motivation by using the G. McMurray’s test. TABLE 4: DISTRIBUTION OF TESTEES BY LEVELS OF ACHIEVEMENTS MOTIVATION Level

High

Medium

Low

Number of people

2

30

3

Percent

5.7%

85.7%

8.6%

It is possible to see from Table 4 that 2 persons have a high level of achievements motivation. It makes up 5.7%. 30 persons (85.7%) have a medium level, and 3 persons (8.6%) have a low level. The medium level of achievements motivation exceeds two other levels and is characterized by the optimal estimate of subjective probability of success, subjective difficulty of the task, and attractiveness of personal success for the testee.

PEDAGOGICAL SUPPORT FOR THE DEVELOPMENT OF...

125

Table 5 shows the results of diagnosing the professional burnout by using the V.V. Boyko’s questionnaire. TABLE 5: DISTRIBUTION OF TESTEES BY SYMPTOM OF PROFESSIONAL BURNOUT Symptom

No burnout

Burnout in progress

Burnout

Number of persons

17

11

7

Percent

48.6%

31.4%

20%

Revealing of symptoms and complexes of burnout and stress-resistance showed that 17 persons (48.6%) did not have this symptom, this symptom was formed with 11 persons (31.4%), and 7 persons (20%) had the one. CONCLUSION The conducted research of personal factors of the teachers’ motivational readiness for innovations revealed both constructive and destructive impacts. According to the intellect diagnostics by using the Amthauer SFt-3 test, it was revealed that 91.4% of the testees were intellectually ready for innovations. According to the results of diagnosing behavioral and axiological indices of the personality based on the A. Shostrom’s self-actualization test, the testees showed absolute readiness for innovations on the following levels – temporal orientation (82.8%), synergy (74.3%), self-acceptance (88.6%), flexibility of behavior (80%), and rapport (91.7%). The study of the personality orientation according to the B. Bass’s orientation questionnaire (V. Smekalo’s and M. Kucher’s Questionnaire) showed that 100% of the testees had the orientation required by the innovation. The diagnostics of the level of achievements motivation when using the G. McMurray test showed that 91.4% of teachers had its required level. The diagnostics of professional burnout by using the V.V. Boyko’s questionnaire showed that every fifth teacher (20%) had the symptoms of professional burnout. There is a slight interrelation between the factors of the teachers’ motivational readiness for innovation (the level of the testees’ intellectual development, behavioral and axiological indices of the personality, testees’ personality orientation, level of achievements motivation, and level of burnout in the profession).

126

MAN IN INDIA

References Artukhovich, Yu. V. (2016). Pomogayushcheepovedeniepedagoga: aksiologicheskiypodhod [Assisting Conduct of Teacher: Axiological Approach]. In Assisting Conduct: Values, Senses, Models. Kaluga: Eidos, pp.151-168. Afanasieva, T.P. andNovikova, G.P. (2016). Faktory, opredeliaushchierazlichiya v gotovnostiuchiteley k upravleniyurazvitiemshkoly [Factors Defining Differences of Teachers’ Readiness to Manage School Development]. Innovation Projects and Programs in Education, 5: 30-38. Bogdanova, L.G. (2015). Diagnostikaeffektivnostinauchno-metodicheskogoobespecheniyago tovnostipedagogicheskogokollektiva k realizatsii FGOS SPO [Diagnostics of Efficiency of Research and Methodic Provision of Forming the Teachers’ Team readiness for Implementing FGOS SPO]. Bulletin of the Chuvash State Pedagogic University Named AfterI.Ya. Yakovlev, 3 (87): 79-85 BrilliantovaO.O. andMaslieva S.N. (2016). Razvitiegotovnostiobrazovatelnoysredy k rabote s detmi c OVZ [Development of the Readiness of the Educational Environment for Work with HIA Children]. Innovational Science, 5-3 (17): 117-120. Gavrilova O.G. (2016).Teoreticheskieaspektyuzicheniyapsihologicheskoygotovnostipedagogov k innovatsionnoydeyatelnosti [Theoretical Aspects of Studying Psychological Readiness of Teachers for Innovations]. Modern Tendencies of Science and Technologies Development, 5-6: 42-44. Dolgova V.I., Baryshnikova E.V., Kapitanets E.G., Popova E.V. and RokitskayaYu.A. (2016). Psycho correction Of Health, Activity and Mood of Patients with Coronary Artery Disease at The Stage of Sanatorium Therapy. RJPBBP-RJPBCS - Research Journal of Pharmaceutical, Biological and Chemical Sciences, 7(6): 322–328. Dolgova, V. I., Mamylina, N. V., Belousova, N. A., Melnik, E. V.and Arkayeva N. I. (2016) Problems of mental regulation of personal behavior patterns in stressful conditions. Man In India, 96 (10): 3477-3483. Dolgova, V.I., Rokickaya, Y.A., Volchegorskaya, E.Y., Yemelyanova, E.E., and Uvarina, N.V. (2016). A study of psychological readiness of parents to educate children in the foster family. International Journal of Environmental and Science Education, 11(15): 8592-8598. Dolgova, V.I., Salamatov A.A., Potapova M.V., Yakovleva N.O. and Yakovlev E.V. (2016). The research of the personality qualities of future educational psychologists. International Journal Of Environmental & Science Education, 11(16): 9530-9542 Dudina M. N. and Dolgova V. I. (2016). The crisis of upbringing in the contemporary chronotope: potential solutions. Man In India, 96 (10): 3495–3503. Fassin Y. (2000).Innovation And Ethics Ethical Considerations In The Innovation Business. Journal of Business Ethics, 27(1-2): 193-203. Fischer M.M. (2001). Innovation, Knowledge Creation and Systems of Innovation. The Annals of Regional Science, 35(2): 199-216. Hull R. (2000). Ethics, Innovation And Innovation Studies. Technology Analysis & Strategic Management, 12(3): 349.

PEDAGOGICAL SUPPORT FOR THE DEVELOPMENT OF...

127

Koschatzky K. (1998). Firm Innovation And Region: The Role Of Space In Innovation Processes. International Journal of Innovation Management, 2(4): 383-408. Meyer M. (2002). Tracing Knowledge Flows In Innovation Systems - An Informetric Perspective On Future Research On Science-Based Innovation. Economic Systems Research, 14(4): 323. Morrison P.D., Roberts J.H. and Hippel E.V. (2000). Determinants Of User Innovation And Innovation Sharing In A Local Market. Management Science, 46(12): 1513. Mustonen-Ollila E., Lyytinen K., 2003. Why Organizations Adopt Information System Process Innovations: A Longitudinal Study Using Diffusion Of Innovation Theory. Information Systems Journal, 13(3): 275-297. Oughton Ch., Landabaso M. and Morgan K. (2002). The Regional Innovation Paradox: Innovation Policy And Industrial Policy. The Journal of Technology Transfer, 27(1): 97-110. Sapat A. (2004). Devolution And Innovation: The Adoption Of State Environmental Policy Innovations By Administrative Agencies. Public Administration Review, 64(2): 141-151. Todtling F. and Kaufmann A. (2002).SmesIn Regional Innovation Systems And The Role Of Innovation Support-The Case Of Upper Austria. The Journal of Technology Transfer, 27(1): 15-26.